Official Press Release: City Council Responds to 50% Increase To Community Giveback From Hoboken Hilton Project

City Council Responds to 50% Increase To Community Giveback From Hoboken Hilton Project

October 9, 2018, 12:57 pm | in 

October 9, 2018

“We are happy to see that collaboration with the mayor and the developer has resulted in a 50% increase in the community give back to $4.5 million and that the scope has been expanded to include critical infrastructure, affordable housing, and charter schools.  Additionally, KMS also committed today to fund immediately the much needed feasibility study to officially launch the restoration project for the former YMCA so that it can be shovel-ready when the remainder of the give back is paid after the hotel opens.  This is what is possible when our city works together.”

Contact:

Councilman Peter Cunningham                  201-562-7071

Councilman Mike DeFusco                         646-372-4341

Councilwoman Tiffanie Fisher                    201-208-1674

Council Vice-President Jen Giattino           201-780-6779

Council President Ruben Ramos               201-401-7947

On Mon, Oct 8, 2018 at 10:00 AM Tiffanie Fisher <hoboken2nd@gmail.com> wrote:

Official Press Release: Hoboken City Council Subcommittee Responds to Mayor’s Proposed Changes to Hoboken Hilton Project

Hoboken, NJ (October 8, 2018) – The Hoboken City Council subcommittee, tasked with evaluating the proposed Hilton Hotel project, was briefed for the first time recently with the revised plans for the hotel that have tentatively been agreed by Mayor Bhalla and KMS, the developer.  The modifications include changing the overall architectural feel of the project by adding three more stories to the plan that the mayor announced in April and 20% more bulk and square footage than what was previously approved in 2017 by the City Council which the mayor (then councilman) opposed.  In exchange for this increase, KMS will provide $3 million in cash to Hoboken for community benefits which currently have been earmarked by the mayor to two, private non-profits.  The mayor is expected to ask the City Council to approve these changes at the October 17th meeting.  Although the members of the subcommittee each individually support the efforts of the selected non-profits, they are issuing this joint statement in regards to their concerns.

“The City Council subcommittee has long advocated for and remains in support of a hotel development that brings tax revenue, job creation, economic development and vibrancy to Hoboken while respecting neighborhood and community concerns.   However, our city’s infrastructure issues are front page news, our main street has suffered from under investment and management, and our low and moderate income residents are being displaced every day.  It is critical that major development projects like this are both sensitive to the surrounding environments and provide benefits and relief to these issues which the Mayor’s proposal fails to do.  The subcommittee is committed to working together with all stakeholders to address and overcome these challenges.”

Mayor Bhalla’s proposal falls short of these needs by limiting the allocation of the $3 million to two private foundations:  $1 million to fund the endowment for the Hoboken Public Education Foundation (“HPEF”) which raises private money to invest in our public schools, and $2 million to the Hoboken Community Center (“HCC”), for the potential restoration of the former YMCA.  These are both great organizations that benefit the community, but given the size of the community benefit fee of $3 million, the subcommittee has questions about the narrow focus of these large contributions, the lack of any public process, the fact that the use of the funds will not be directed by any elected officials (mayor, school board or City Council), and that offsets to the myriad of near-term financial commitments to be paid by taxpayers were not considered.

The subcommittee recommends broadening the scope of the $3 million while still including both HPEF and HCC as recipients by:  supporting the education mandate but expand to include all public schools including charter schools; allocating a significant amount into the city’s Capital Fund and dedicate those funds specifically for planned infrastructure improvements and other large scale capital projects like the Multi Service Center, Northwest Park and the proposed HCC when their plans are finalized; and contributing to the Affordable Housing Trust Fund which has been underfunded for years.  Additionally, the City Council requests KMS to contribute $75,000 directly to HCC at the onset of construction (expected to be in early 2019), as opposed to after the hotel opens in ~2-3 years, so that HCC can fund its much needed feasibility study as soon as possible.

“As many know, the mayor has already communicated with each HPEF and HCC about his proposed contributions which has already made for a strained and divided community dialogue.  It is unfortunate that he chose a path of excluding both the governing body, who will need to vote on the proposal, and the public in this critical decision for our community.  This is a bad precedent for Hoboken that the City Council hopes to make better by encouraging public input.”

The full City Council will convene on Wednesday October 17th to hear the issue.

Councilman Peter Cunningham                      201-562-7071

Councilman Mike DeFusco                             646-372-4341

Councilwoman Tiffanie Fisher                         201-208-1674

Council Vice-President Jen Giattino               201-780-6779

Council President Ruben Ramos                    201-401-7947

While a Possible Million Dollar Addition to an Educational Fund for Public Education in Hoboken is Announced, a Community Debates Whether Charter Schools Should be Included or Excluded

Columbus Park- Hoboken, NJ

Every good deed or intention seems to have unintended consequences. How should development money targeted for educational improvement best be utilized? That is the question quickly developing in Hoboken, NJ as city leaders and developers work together to figure out how to best help the children of this mile square city. 

Hoboken Main Post Office- 1933

As part of a major hotel and business construction project near the NY/NJ PATH subway station, there is going to be a community giveback of almost $3 million dollars.  These givebacks are not uncommon and is one way that large development projects work with city leaders to improve the community beyond the immediate impact of the specific proposed project. 

It was recently announced that approximately $1 million of this giveback will be directed toward an endowment managed by the Hoboken Public Education Fund, a non-profit organization for the Hoboken district public school system (see picture below).  As currently proposed, it is unclear if charter schools in Hoboken will be included or left out of this generous pool of money for community improvement.

Hoboken's three charter schools ARE public schools.  However, due to accountability issues established by the New Jersey Department of Education, each charter school is considered its own “district.” For many practical concerns, the three charters function as small sized neighborhood schools.  

Click to Enlarge 

Charter students take the same standardized tests as the district.  They follow all of the same educational rules and regulations set by the New Jersey Department of Education.  Their doors are open to all students who apply, and admission is strictly based on a public lottery, with a preference for low-income students and English language learners.  Like all public schools in New Jersey, charters serve students who have learning disabilities and special needs.

Click to Enlarge

A major disparity is in how these schools are funded. In Hoboken, the traditional public schools are funded primarily via the Board of Education which has the ability to raise needed educational funds via taxation. Charter schools depend on an involved statewide calculation. Importantly, in Hoboken per pupil costs must include rental fees for the use of educational and recreational facilities. 

Much of a district's budget is committed to salaries and benefits on a percentage basis than instructional resources and programs. Every non-profit could use extra money in times of fiscal restraint and that includes public schools. 

The coming weeks promise to be exciting as education in general and public education specifically will no doubt be part of a wider discussion. 


Breaking: Mile Square View reports that the Hoboken City Council Subcommittee Responds to proposed changes on Hotel project and recommends broadening the scope of the $3 million: READ HERE

Some Possible Things to Do in Order to Have Your Voice Heard

1     E-mail your city council members (individual emails here: https://www.hobokennj.gov/departments/city-council) and tell them what you think

2     Come out to the press conference that will be held on Tuesday morning 10/9 at 10:00am at 1300 Washington Street to learn more details

3     Attend the Wednesday, October 17 Council Meeting  at 7:00 pm at City Hall (94 Washington Street) to tell your elected officials your thoughts on an endowment for the public schools of Hoboken.

Petrosino and UTeach Institute Receive $1 Million NSF Grant to Expand and Improve Computer Science Education for Underrepresented Urban Youth

The UTeach Institute has been awarded a $1 million National Science Foundation grant (#1837687) to improve, in partnership with up to six New York City area school districts (New York and New Jersey), underrepresented urban students’ learning, participation, and engagement in computer science through teacher professional development and classroom implementation of the UTeach CS Principles course.

This project directly addresses the full participation of historically underrepresented minorities in CS. "This generous grant by the National Science Foundation will allow researchers to better understand the organizational conditions, pedagogical strategies, and non-cognitive approaches associated with improved engagement and success by Black and Latino/a high school students in computer science specifically and in STEM more generally,” says Dr. Anthony Petrosino, University of Texas  at Austin College of Education professor and Principal Investigator for the grant. 

The project also addresses the significant shortage of qualified CS teachers by focusing on preparation and support of in-service teachers who may or may not have a background in the discipline. The project significantly benefits classroom teachers, schools, and districts, as their involvement in this research–practice partnership will encourage the development of the capacity necessary to foster and sustain systemic change.

“We are excited for the opportunity to work closely with a collection of NYC schools on the implementation of UTeach CS Principles in order to improve our support for teachers so that all students are engaged and successful in computer science coursework,” says Kimberly Hughes, director of the UTeach Institute and co-Principal Investigator.

For two decades, the UTeach pre-service teacher preparation program at The University of Texas at Austin has prepared large numbers of STEM majors to enter (and stay in) secondary classrooms. And since 2007, the UTeach Institute has recruited and supported 44 universities across the U.S. to establish their own UTeach programs.

With support from the National Science Foundation, the UTeach Computer Science program leverages the teacher development and STEM content expertise developed through UTeach to scale the UTeach CS Principles curriculum and teacher support as a  College Board-endorsed provider for the AP® Computer Science Principles program.

New Hoboken Video

Why No Public Reporting of the Most Recent QSAC Failing Score in INSTRUCTION AND PROGRAM in Hoboken?

Hoboken Board of Education Meeting

Summary: It has been approximately 15 months since the superintendent received a letter from the NJDOE informing the Hoboken Board of Education of the most recent QSAC results. The letter indicates that the district has once again failed the QSAC DPR in Instruction and Program (score below 80). It is now more than 7 years since the district last passed the QSAC DPR in Instruction and Program. The June 2017 NJDOE letter states explicitly that that Board is required to present the QSAC results to the public.

District Improvement Plan: As part of the process of failing QSAC, a district must submit a District Improvement Plan (DIP) to show how they are going to effectively address their failing QSAC scores, which the district has done. Regardless of what has been submitted by the Hoboken School District, it is clear that the Board and numerous superintendents have not been able to come up with a plan to lift the district out of QSAC failure in Instruction and Program since 2011. 

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). 

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 Board meeting agendas and televised meetings indicates the following: 

June 27, 2017- QSAC Results Not Reported to the Public as required    
July 25, 2017- QSAC Results Not Reported to the Public as required   
August 22, 2017- QSAC Results Not Reported to the Public as required  
September 12, 2017- QSAC Results Not Reported to the Public as required   
October 10, 2017- QSAC Results Not Reported to the Public as required 
November 14, 2017-Results Not Reported to the Public as required
December  12, 2017- Results Not Reported to the Public as required
January 4, 2018 QSAC Results Not Reported to the Public as required 
January 16, 2018 QSAC Results Not Reported to the Public as required 
February 13, 2018- QSAC Results Not Reported to the Public as required 
March 13, 2018- QSAC Results Not Reported to the Public as required   
March 27, 2018-QSAC Results Not Reported to the Public as required   
April 10, 2018-QSAC Results Not Reported to the Public as required 
May 1, 2018-QSAC Results Not Reported to the Public as required  
May 8, 2018-QSAC Results Not Reported to the Public as required 
June 26, 2018- QSAC Results Not Reported to the Public as required 
July 24, 2018- QSAC Results Not Reported to the Public as required
August 21, 2018 QSAC Results Not Reported to the Public as required 

Notice how another Hudson County School District, the Secaucus School District, informs members of their community aboutt QSAC results: CLICK HERE FOR SECACUS QSAC RESULTS 

Notice how the Newark Public Schools inform and clearly achieve their QSAC Results and Documents: CLICK HERE FOR QSAC DOCUMENTS FOR THE NEWARK PUBLIC SCHOOLS. 



Clearly NJDOE believe these QSAC scores should be reported promptly to the public and some districts feel these scores should be achieved and readily available. 

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 the INSTRUCTION AND PROGRAM DPR since 2011and is very concerning. That the most recent QSAC scores have apparently not been reported in a timely fashion in compliance with QSAC regulations is very disappointing. Hopefully they will be posted and discussed soon. 

QSAC is currently going under a revision by the NJDOE. Visits will be conducted beginning in the Fall of the 2018-19 schools year across school districts in NJ. 


* 2010 QSAC scores were based largely on academic year 2008-09 while I was Assistant Superintendent 

QSAC_IandP_HobJune202017 by on Scribd

HBOE September 11, 2018 Meeting (Full Agenda)

Tuesday, September 11, 2018

AGENDA

HOBOKEN BOARD OF EDUCATION
158 FOURTH STREET, HOBOKEN, NJ 07030
(MEETING HELD IN DEMAREST AUDITORIUM, 158 FOURTH STREET, HOBOKEN, NJ 07030)
7:00 P.M.

Including:
- Transportation contracts
- Out of District placements
- Resignations
- Agreement with Hoboken Historical Museum
- Pay Date 8/30/18: $465,393.12

  Full Agenda - Hoboken Board of Education September 11, 2018 by Anthony Petrosino on Scribd

Results of the Most Recent SAT and PARCC Math Scores in the Hoboken School District Clearly Counter Any Reasonable Claim of College Readiness

Water Main Break- Hoboken, NJ 8/28/18 (photo New Jersey 12)

Being ready for college means that a high school graduate has the knowledge and skills necessary to qualify for and succeed in entry-level, credit-bearing college courses without the need for remedial coursework. More specifically, College readiness refers to the set of skills, knowledge, and behaviors a high school student should have upon graduation and entering their freshmen year of college. It's all about the ability to find success while studying at an institute of higher learning. Being "College ready" does not mean simply being accepted to college. Being "College ready" is not measured by how much scholarship or financial aid money a graduating class receives.

According to Forbes as well as civil rights activist Robert Moses of the Algebra Project, Math is the great equalizer. Math offers equalization in ways that additional money or other resources simply cannot. Even more than a child’s demographic or gender, math scores better predict the likelihood a student will one day reach college and graduate into a successful career beyond. 

Chart 1
Click to Enlarge

Unfortunately, research shows that not all students receive the same math education. The classic Adelman study shows that public schools with predominantly minority demographics have significantly lower math standards, fewer classes, and fewer advancement opportunities compared to schools with predominantly white and higher economic class demographics. This is immensely detrimental to our children’s growth because, as the Adelman study concludes, “the highest level of mathematics reached in high school continues to be a key marker in precollegiate momentum, with the tipping point of momentum toward a bachelor’s degree now firmly above Algebra 2.”

Knowing this, what does it mean when we continue to neglect math for children of minority backgrounds? The facts go on to show, for example, that “Latino students are far less likely to attend high schools that offer trigonometry (let alone calculus) than white or Asian students.” Just as unfortunate, students from lower socio-economic classes experience similar disadvantages in their access to math curriculum.
In the Hoboken Public School District, 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)- (See Chart 2)

Chart 2
Click to Enlarge

Research also tells us that Reading is highly correlated with all other school subjects since so much of school activities revolve around the ability to read -- word problems in Algebra, original documents in history class, argumentation and experimentation in science class (See Chart 3). The following is data concerning the latest SAT scores in Reading for all public high schools in Hudson County, NJ. Once again, claims and assurances of students being "college ready" require a stretch of the imagination and some wishful thinking. 

Chart 3
Click to Enlarge

 

Chart 4
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Given these SAT (Chart 1, 3, and 4) and PARCC scores (Chart 2), one must wonder about the credibility and professionalism of anyone who claims students from this district are college ready with any level of confidence. Simply stated, anyone who claims that current SAT and PARCC scores is an indication of students being college ready at scale either is ignorant of what the term means or is depending on the ignorance of their audience. 

Statewide, Hoboken High School is ranked 334 out of 387 public high schools in New Jersey on composite (Mathematics + Reading) SAT scores according to data released by the New Jersey Department of Education and reported in Patch.com. You can find the results by clicking HERE.  

Chart 4: HHS NJ School Performance Report 

Perhaps the most convincing piece of data concerning the general lack of college readiness at Hoboken High School comes from the New Jersey Department of Education's most recent NJ School Performance Report Card (see Chart 4). In this report 37% of HHS students are scoring at or above benchmark for College Readiness in Reading and Writing...and 15% are scoring at or above benchmark for College Readiness in Math. 

Finally, here is the Summary Report for the 2016-17 NJ Performance Report Card for Hoboken High School.  Anyone reviewing this summary prepared by the NJ Department of Education might certainly be justified to ask a number of questions concerning college readiness or even whether simply an adequate secondary education is being provided to these students. 

   HHS - Performance Reports 2016-17 by Anthony Petrosino on Scribd

There is certainly no storage of tweets and posts on social media centering around all the wonderful things taking place in the Hoboken School District generally and at Hoboken High School specifically. The district appears to embrace and excel at coordinating congratulatory ceremonies and recognition awards at public meetings (note: research cautions that praising 'effort' may not promote a 'growth mindset'). 

New review of research in the journal Child Development suggests just praising the effort of middle and high school students to boost their "growth mindset" can have the opposite effect, with those adolescents praised becoming less likely to believe their work can improve their intelligence or skills. -Education Week (March, 2018)

Unfortunately, it is possible that the active engagement in social media and public relations in "branding" and promotion - as well as the parade of awards and accolades- may obscure to the parents, taxpayers, and the general public in Hoboken the actual (lack of) academic achievement and college readiness that currently exists in Hoboken High School. 

Summary: The most current SAT scores indicate Hoboken High School to be far below national, state, and county averages in Mathematics, Reading, and in composite SAT score in Math and Reading combined. The latest PARCC scores indicate no more than 40% of students at any HHS grade level are passing Reading and no more than 20% of HHS students are passing mathematics at any grade level. Furthermore, NJDOE analysis indicates only 37% of students are meeting College Readiness benchmarks and less than 18% are meeting College Readiness benchmarks in Mathematics. For the 7th straight year, the Hoboken Schools have failed the NJDOE QSAC DPR for INSTRUCTION AND PROGRAM. Finally, the most recent NJ Performance Report Card (NJDOE) indicates Hoboken High School is in need of improvement in English, Chronic Absenteeism, and 4-year graduation rate. 

Commentary: The most current student data emerging from Hoboken High School is especially disturbing when one realizes that as recently as 2007-2009 Hoboken High School was recognized as the 2nd most improved high school in NJ by New Jersey Monthly and was awarded back to back Bronze Medal Awards by US News and World Report. These accomplishments occurred under the leadership of HHS Principal Dr. Lorraine Cella (Columbia University), Superintendent Raslowsky (Harvard University), and Assistant Superintendent Dr. Petrosino (Columbia University/Vanderbilt University) and before self labeled "reform" politicians took full control of the Hoboken School District. 

Office of the Attorney General - Department of Law And Public Safety Division of Civil Rights is looking into the Hoboken Public School District

July 25, 2018 Letter

As this letter dated July 25, 2018 indicates, the Office of the Attorney General - Department of Law And Public Safety Division of Civil Rights is looking into the Hoboken Public School District. Regular readers will recall that on April 26, 2018 The Black Parents Workshop expanded their efforts in Bayonne, Jersey City and Hoboken. In May of 2018, The Black Parents Workshop filed a lawsuit claiming racial segregation in NJ schools persists more than six decades after the Supreme Court ruled the practice unconstitutional. It is unclear what relationship, if any, the expanded efforts or lawsuit are connected to the July 25, 2018 letter.

Text of letter: 

Re:      Hoboken Public School District 

The Division on Civil Rights is in the process of gathering information regarding the Hoboken Public School District. Your contact information was provided to us by The Black Parents Workshop Organization. It is our understanding that your child(ren) was involved in an incident that raised issues of concern. 

It is therefore requested that you contact the undersigned within seven (7) days upon receipt of this letter via email at tisha.leonardo@njcivilrights.gov or telephone at (973) 648-4835, Monday through Friday. 

Thank you for your anticipated cooperation, 

Cordially, 

Tisha M. Leonardo-Santiago
Investigator 

 

Click to Enlarge

Hoboken Public Schools Ranked 31st of 36 Districts in NJ with a DFG of "A" on School Effectiveness Measures Developed by Stanford University Researchers

Many people in the Hoboken School District seem to think that the Hoboken School District should not be considered an "FG" district but rather should be considered an "A" district. I will leave the argument and explanation for the change in designation up to the local district administration and the New Jersey Department of Education. But, in response to some reaction concerning an earlier post about how the Hoboken School District ranked among peer FG districts, I am showing where Hoboken would rank among districts in New Jersey designated as having a District Factor Group designation of "A" when it comes to student progress in elementary school grades 3 to 8.

One can argue whether it is better or worse to be ranked 69th out of 71 "FG" districts or 31st out of 36 "A" districts in terms of student effectiveness for Grades 3 to 8. But with a district that spends nearly $30,000 per student, has among the highest teacher salaries in the country, and has small class sizes, one needs to really question what is taking place in the Hoboken School District between the grades 3 to 8 when instead of making 5 years worth of progress (average), the children in the Hoboken Public Schools are only making 4.1 years worth of progress between grades 3 to 8. 

   New Jersey Effective District Rates _A_ + Hoboken "FG" by Anthony Petrosino on Scribd

2018 NJDOE Ranking Scores, Percentiles and Analysis for ALL Public Schools in Hoboken (Traditional and Charter)

"Pop-Up Park", Hoboken NJ 

In January of 2018, a new rating system devised by the New Jersey Department of Education and in compliance of federal laws, all 2000 of New Jersey's public schools with be assigned a score of 1 to 100 with 100 being highest. Unfortunately, the scores are not part of the summary reports and are instead embedded in the more detailed school report of each school. This overall 1-100 score combines standardized test results, graduation rates, and absenteeism. 

The New Jersey 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. 

How did the public schools in Hoboken do? Here is a compilation of the most recent data (released January 2018): 

NJDOE Data Supplied by NJ.COM

Sometimes when we plot data we can visualize trends and relationships that are not always easily apparent when looking at data in a table. Here is a chart of the NJDOE scores for all Hoboken Public Schools plot with the score on the y-axis and the public schools in Hoboken listed along the x-axis: 

Chart 1: NJDOE School Scores for Hoboken Public Schools
Traditional and Charter Schools
Click to Enlarge 

Here is another chart of the NJDOE scores for all Hoboken Public Schools plot with the percentile on the y-axis (100 representing the best) and the public schools in Hoboken listed along the x-axis: 

Chart 2: NJDOE School Scores by Percentile for Hoboken Public Schools
Traditional and Charter Schools
Click to Enlarge 

The following are student enrollment numbers from the New Jersey School Performance Reports for the 2016-17 school year. This is the same year the rankings and percentiles were done above.

SCHOOL	ENROLLMENT
Conners	240
HobMiddle	197
HHS	411
Wallace	634
Elysian	290
HobCharter	298
Calabro	117
HOLA	363

Traditional	1599
Charter	951

Total	2550

Another way of looking at this data is to make the circle representing each school proportional to the enrollment of that school. With this visualization, a person can easily see the relative impact on the number of students. These graphs are a tube of scatter plot called bubble graphs which allow you to scale the data point to a new variable. The width of the circle is scaled to various school sizes. However, since it is a scatterplot, you cannot have categorical variables labeled on the X-axis (limit of excel). You can label the x-axis with categorical labels if it is a line graph (with disconnected data points); however, you won't be able to scale the circles. To overcome this, we just floated in text-boxes with the school names, so when it comes to re-sizing the graphic in excel, the school names will probably need to be shifted around.

Click to Enlarge

What do the enrollment numbers along with the NJDOE ranking scores and percentile scores tell us? First, students are not distributed evenly across all schools in Hoboken. That is no surprise nor is it a criticism. Second, since students are not evenly distributed, percentages help us understand better what a typical setting a student may be exposed to in terms of the NJDOE rating scores and percentiles. Here are some findings: 

1) 92.6 % of the students enrolled in the traditional Hoboken Public Schools attend a school with a NJDOE score of 43 or below (out of 100). 

2) 53% of the students enrolled in the traditional Hoboken Public Schools attend a school with a NJDOE ranking score of 23 or below (out of 100).

3) Over a quarter (27.3%) of students enrolled in the traditional Hoboken Public Schools attend a school with a state percentile ranking score of below 10%

4) 100% of the students enrolled in the 3 charter schools of Hoboken attend a school with a NJDOE score of 50 or more (out of 100) while only 7% of students enrolled in the traditional Hoboken Public Schools attend a school with a NJDOE score of 50 or more. 

5) 100% of the students enrolled in the 3 charter schools of Hoboken attend a school with a NJDOE percentile score of over 50 while only 7% of students that attend the traditional Hoboken Public Schools attend such a school. 

6) 69.5 % of charter school students in Hoboken attend a school with an NJDOE score of 66 out of 100 or more and a NJ state percentile score of over 75%.

7) 93% of the students enrolled in the traditional Hoboken Public Schools attend a school with a NJDOE ranking score of below 50 and a percentile score below 50. In comparison, not a single student enrolled in a charter school in Hoboken attends a schools with a NJDOE ranking of below 50 or a state percentile score below 50. 

Full Detailed Agenda- Hoboken Board of Education July 24, 2018

  July 2018 Hboe by Anthony Petrosino on Scribd