This blog will provide a forum for those interested in Dr. Petrosino's perspective on education at the local, state and national levels. At all times, the basic premise is that the role of leadership is to create more leaders, not more followers.
The following are the scores and ranks for the 2018 New Jersey PARCC Mathematics assessments. The information provided here supplies 1) the total number of public schools ranked for each grade level in New Jersey; 2) the rank of each district in Hoboken by grade level in New Jersey; and 3) the actual raw PARCC score average for the 4 districts in Hoboken (Hoboken City District, Hoboken Charter District , Hola Dual Language District, and Elysian School District). Finally, a percentile score is presented which gives a sense of where the district is ranked among all the other NJ public school districts on the particular grade level PARCC assessment for 2018. Not a single tested grade level is scoring above 50% in the Hoboken School District in Mathematics. As I explained in previous posts, Mathematics in general and Algebra in particular are a civil rights issue as explained eloquently by mathematician and civil rights leader Robert Moses.
note: "Hoboken City" represents the traditional Hoboken Public Schools (Connors, Calabro, Wallace)
*Hoboken CS Algebra I in Grade 8 so not ranked on Grade 8 Mathematics
Those interested in Hoboken High School, might be interested in seeing how the school recently did on the 2018 New Jersey Monthly Bi-Annual statewide ranking by clicking HERE.
Hoboken,NJ. - Mayor Cooke was the mayor of Hoboken from 1912 to 1915. That is Demerest High School in the background.
In a story that will do doubt be of interest to many people who follow what is going on in education- the South Orange Maplewood School District in New Jersey is being accused of systemic deprivation of adequate education to its African American students. Of course such claims require data - both objective, 3rd party quantitative as well as qualitative data- like testimonials and stories of how various aspects of segregation may or may not have played out over time within a school district. -Dr. Petrosino
The Black Parents Workshop filed a civil rights lawsuit against the district on Tuesday alleging the decades-long practice of placing students in tiered classes based on test scores or their perceived abilities (known as leveling) was discriminatory and disproportionately hurt African American students.
The suit also accuses the district of maintaining de facto segregation with one predominantly black elementary school and five elementary schools that are overwhelming white. That percolates through to the district's high school, where black students are more likely to be placed in lower-level courses when compared to their white peers, the suit said.
"What we have in the South Orange Maplewood School District is a public school system where children are segregated by race in its elementary schools, (and) experience few black teachers in their classrooms," said Walter Fields, chairman of the parent advocacy group that filed the suit.
"African-American children are subjected to punishment for offenses that their white peers also commit but receive lesser punishment, and where all students walk through the same front door at Columbia High School but are then segregated by race in classrooms due to the district's embrace of tracking and leveling."
During a school board meeting last week, the district moved to eliminate 11 levels in math and science courses at the high school and middle schools, instead offering academic or honors courses for most core STEM classes.
At the meeting, Interim Superintendent Thomas Ficarra said it was time to start making changes, given that 2016-17 data show 65 percent of African American students were enrolled in the two lowest levels of Geometry, and none met expectations on the state standardized exam.
An economist finds that teachers unions raise teacher quality and increase kids’ educational attainment…
EduShyster:It’s a well-known true fact that teachers unions make it much harder to get rid of bad teachers. But you conducted a studythat purports to find the opposite. In fact, you titled your study The Myth of Unions’ Overprotection of Bad Teachers. Tell us about what you found.
Eunice Han:
What I found is that the facts are the opposite of what people think:
that highly unionized districts actually fire more bad teachers.
EduShyster: That sound you just
heard was of jaws collectively dropping. While we give readers a chance
to re-combombulate themselves (and arm themselves anew with anecdotes),
can you walk us through your argument? And feel free to use a formula.
Han:
It’s pretty simple, really. By demanding higher salaries for teachers,
unions give school districts a strong incentive to dismiss ineffective
teachers before they get tenure. Highly unionized districts dismiss more
bad teachers because it costs more to keep them. Using three different
kinds of survey data from the National Center for Education Statistics, I
confirmed that unionized districts dismiss more low-quality teachers
than those with weak unions or
no unions. Unionized districts also retain more high-quality teachers
relative to district with weak unionism. No matter how and when I
measured unionism I found that unions lowered teacher attrition. This is
important because many studies have found that higher quality teachers
have a greater chance of leaving the profession. Since unionized
districts dismiss more bad teachers while keeping more good teachers, we
should expect to observe higher teacher quality in highly unionized
districts than less unionized districts – and this is exactly what I
found. Highly unionized districts have more qualified teachers compared
to districts with weak unionism.
EduShyster: You’re an economist
and your study takes a basic tenet of microeconomic theory, that as the
price of labor rises, less labor will be employed. We hear this argument
constantly, except, as you point out, in the case of teachers unions,
which have somehow figured out how to have their expensive cake AND not
get fired for eating it on the job.
Han:
We know that unions increase salaries and benefits, but people also
argue that unions make it harder for teachers to get fired. Rarely do
you see those two things happening at the same time. Based on
microeconomic theory, as salaries go up, employment goes down because
the employers can’t afford both unless there is some dramatic increase
in revenue. This is especially true in districts that are under intense
financial pressure. Think about the economic argument that
you hear being made against raising minimum wages for fast food
workers, that paying employees more will trigger higher unemployment.
But for some reason, when it comes to teachers unions the claim is made
that they are getting both: higher salaries AND higher employment. I
thought that something was missing so I decided to investigate. This is
the first study to rigorously test this assertion.
EduShyster:In 2011, four
states essentially eliminated collective bargaining for teachers, which
gave you an unusual opportunity to test your argument in a real-life
laboratory. What did you find?
Indiana, Idaho, Tennessee and Wisconsin all changed their
laws in 2010-2011, dramatically restricting the collective bargaining
power of public school teachers. After that, I was able to compare what
happened in states where teachers’ bargaining rights were limited to
states where there was no change. If you believe the argument that
teachers unions protect bad teachers, we should have seen teacher
quality rise in those states after the laws changed. Instead I found
that the opposite happened.
Han: Indiana, Idaho, Tennessee
and Wisconsin all changed their laws in 2010-2011, dramatically
restricting the collective bargaining power of public school teachers.
After that, I was able to compare what happened in states where
teachers’ bargaining rights were limited to states where there was no change.
If you believe the argument that teachers unions protect bad teachers,
we should have seen teacher quality rise in those states after the laws
changed. Instead I found that the opposite happened. The new laws
restricting bargaining rights in those four states reduced teacher
salaries by about 9%. That’s a huge number. A 9% drop in teachers
salaries is unheard of. Lower salaries mean that districts have less
incentive to sort out better teachers, lowering the dismissal rate of
underperforming teachers, which is what you saw happen in the those four
states. Lower salaries also encouraged high-quality teachers to leave
the teaching sector, which contributed to a decrease of teacher quality.
EduShyster: You conclude that
teachers unions are a net positive for educational quality. (Note that
I’m looking over my shoulder even as I type these words!) But I think
what a lot of people reading this will want to know is what impact
unions have on student achievement.
Han: Since
there’s currently no data on student performance by school district
levels with nationally representative samples, I use high school dropout
rates as a measure of student achievement. My study found that unions
reduce the dropout rates of districts. This is where my study differs
from someearlier ones
that found that unionism either had no impact or had a negative effect
on the dropout rate. I define unionism more broadly than those earlier
studies. It’s not just collective bargaining that matters, it’s the
union density of teachers in a district that’s important. Union density
measures the strength of the union, because even when teachers can’t
engage in collective bargaining they can use their collective *voice* to
influence the educational system. What I found was that union density
significantly decreased the high school dropout rate, even in districts
without collective bargaining agreements. This is important because, as
the research ofRaj Chetty and others has found, the upward mobility of an area is higher when the dropout rate is lower. So,
when unions, via high union density, reduce the dropout rate, they
improve the educational attainment as well as the welfare ofall children in the area.
EduShyster: Your study upends so many assumptions people hold about teacher unions, and I’m helpfully includinganother linkhere
in hopes that they will peruse your findings in detail. If there’s one
thing you’d like them to take away from your research, what would it be?
Han:
I hope that people open their eyes to these results and move beyond
their prejudice. I used to share that prejudice before I did this
study. Obviously, if people can accept the findings of my paper, the
direct policy implication is that we should be promoting union-friendly
environments.
Eunice
Han will join the economics faculty at the University of Utah this
fall. She has a PhD in economics from Harvard University and is a senior
research associate with the Harvard Labor and Worklife Program
at Harvard Law School.
Hoboken High School is now ranked 260th out of New Jersey’s 305 public high schools. The NJ Monthly Report indicates that the school has an 8:1 student-teacher ratio (among the lowest in the state), offers 11 AP/IB courses, and about 40% of student take at least one art course. Unfortunately, the data also indicates that only 15% of the student scored at or above 530 of the Math SAT (53rd percentile) and 37% scored at or above 480 (31st percentile) in reading and writing.
Perhaps most telling of the instruction and leadership offered at Hoboken High School is with the Advanced Placement (AP) students. While 54.5% of 11th and 12th graders took an AP/IB course and 68% took at least one AP/IB test for college credit, only 6.9% of students scored at least a 3 on the AP or a 4 on the IB. Such scores are required to receive college credit at most accredited four year colleges and universities in the United States. Few other schools in the state have such high percentages of students taking an AP/IB course while failing to receive any college credit for their effort.
Various "reform" members of the
Hoboken Board of Education Between 2008-2018
The current ranking represents a drop of 48 spots since 2016. Superintendent Johnson took over leadership of the school district in 2015. This is a significant and non trivial drop in quality of an already struggling high school. As a point of reference, Hoboken High School was ranked 139th in 2008 under the leadership of Superintendent Raslowsky, Principal Lorraine Cella, and a non-“reform” Board of Education. Back then Hoboken High School had 1) Similar percentages of Black and Latino/a students, 2) a higher percentage of students qualifying for Free or Reduced Lunch, 3) higher enrollment and 4) less money per student in inflation adjusted dollars. What did it have? It had no excuses. It had quality leadership. And it didn't have a self proclaimed "reform" Board of Education.
Despite antidotes and unsubstantiated claims of “improvement” and “excellence” - try as they may- the Hoboken Board of Education, Superintendent Johnson, and the educational leadership and staff at Hoboken High School are failing to offer a quality secondary education as assessed by NJ Monthly for the students and families of Hoboken. Any claim otherwise is either made in ignorance, intentional misrepresentation, or magical thinking. This is what New Jersey Monthly had to say about Hoboken High School BEFORE a self proclaimed political group under the guise of "reform" took complete control of the Hoboken public schools....read what NJ Monthly had to say about Hoboken High School before the district was in the hands of "reform" and before it ever hired a public relations firm:
The following are a portion of the public comments that were made at the October 9, 2018 meeting of the Hoboken Board of Education by a former parent and concerned citizen as well as a response to the comments. The issue at hand relates around Black and Latino/a students in the Hoboken School District.
TRANSCRIPT:
Citizen: Where does Hoboken Public School District Stack Up in a state that is the 6th most segregated school system in the country and the 4th most segregated amongst students with disabilities: 1.) The racial achievement gap is three times wider than the state average 2.) Connors Elementary school is the Jim Crow School and the Middle and High School uses classroom segregation and racial tracking. 3.) The District has failed every stress test in equity, student progress, and college andcareer readiness according to the NJ Department of Education and all third partyassessments 4.) The District is cooking the books on high school graduation rates by abusing credit recovery and summer school to pass kids along from grade to grade without making upat least 2 years or more that were lost as result the district abandoning the Middle School for 7 years. 5.) The District is disproportionately classifying and using discipline punitively against low income black and Latino students by labeling them behaviorally impaired to get additional monies from the state and federal government. Students with special needs can receive up to $60k in additional funding for services but instead the district places many of these students on home instruction for months at a time while the balance of the additional dollars allocated are redistributed to kids that aren’t entitled to it. 6.) Dr. Johnson stated in budget presentations that she would use ESEA grant money intended to support needy students, to fund afters chool programs at Brandt which didn’t have a single Black student in the incoming Kindergarten, has a 75%+ white student population, and a low income student population that is less than 5%. Over the last two years: Dr. Johnson lied to me about her support for a diversity inclusion committee at two NAACP meetings, several personal text messages, in person meetings, and emails. This was evident in her lack of follow through over a two year span, her lack of preparedness at in person meetings, her to decision marginalize my daughter’s experience, her half baked effort at creating a equity report that didn’t present an honest and thorough assessment of racial disparity data and her insistence on blaming the victim by claiming, on the public record, that race and class are the reasons for why Black and Brown children are failing and not the district. She also blamed the State of NJ for not accommodating a hyper segregated district by assigning different District Factor Groups to racially and socioeconomically different schools. In addition, Dr. Johnson lied about racial tracking. She has yet to answer the questions about the effectiveness of the home instruction program or how the district mitigates racial bias in classifying low income black and brown students. Dr. Johnson did not follow through on her recommendations in the equity report. In fact, it the Equity Report is not longer available on the website. Dr. Johnson is simply sending a message to all Black and Latino families that she doesn’t care about your child’s future. Under Dr. Johnson the high school dropped another 40 spots on to the bottom 10% in performance state wide. The District failed again QSAC for the 8 the straight year in teacher instruction and programming And an overwhelming majority of low income Black and Latino students are still not reading, writing, and doing math grade level, let alone prepared for college or a career. The Board (of Education) rewarded Dr. Johnson’s atrocious record by giving her a 5 year extension after her first 2 years. This BOE continues to not be reflective of the entire student body. To this end, this BOE allowed members like John Madigan to make racist statements without accountability for referring to the black community as “The Coloreds” a derogatory racist term that hasn’t been used to describe the black community since the Civil Rights Era. You said nothing when the Teacher’s Union President Gary Enrico is allowed to use dog whistle racism to describe Black parents for demanding equity and a high quality education as “ Same Clowns different time”. You used a Black mother with an alleged open DYFS case to mock Black representation on the Board and use as a publicity stunt for your so called commitment to diversity and inclusion. Under the pressure, this Black mother lost her children and has allegedly been in jail since mid summer trying to fight for kids. This BOE is intentionally destroying a vast majority of Black and Latino children’s lives by using them to get additional aid and grant money, discard them like trash, and then blame them for not persevering enough through systems of injustice. You are sadly mistaken if you think we are alone in wanting change and justice for the kids you refuse to represent.
Board President: Thank you——any comments in response?…..no— If there is no other business before the Board, is there a motion to adjoin?
Board Trustee: Wait one second… I find it highly disgusting to get up to criticize and make lies about the superintendent up…and that…its not suppose to be that way. If you have facts about issues I would like—everyone would like to see them. But to get up and say stuff about the superintendent that just to say that is someone doesn’t like the superintendent, and had a bad experience and then just paints over the makes up lies and its suppose to be ok for us not to say anything. I’m a big boy, I can take anything coming. I was born and raised here before Hoboken was fashionable. I was here during riots, I was here when it was tough, I was here when they were burnt down- so, I don’t have to stick up for myself. But I’ll be dammed if I can going to sit here when the superintendent is being called all these lies and facts and its a disgusting thing - thats the end of the statement
Gavel
voice from audience
Board President: No, the public comment section is over, thank you — motion to adjoin?
The 2018 New Jersey PARCC scores were released earlier this month. The Partnership for Assessment of Readiness for College and Careers (PARCC) is a consortium of states that collaboratively developed a common set of assessments to measure student achievement and preparedness for college and careers. A full analysis is forthcoming but here are the scores for Middle and High School Mathematics for the Hoboken School District. 7th Grade Mathematics Score: 721 Rank: 485 out of 505 NJ Schools 8th Grade Mathematics Score: 701 Rank: 454 out of 473 NJ Schools Algebra I Score: 722 Rank: 472 out of 509 NJ Schools Geometry Score: 720 Rank:280 out of 332 NJ Schools Algebra II Score: 714 Rank:214 out of 315 NJ Schools
These scores triangulate with past years PARCC scores as well as a recent low ranking of Hoboken High School by the New Jersey Department of Education in which the school scored a 22.7 out of 100 and ranked in the 17th percentile of high schools in the state and 8 straight years of failing the NJDOE QSAC monitoring in the Instruction and Program DPR. It should be noted these results do not occur for lack of financial support for the traditional Hoboken Public Schools (see Figure 1 below). Summary: the Hoboken School District Mathematics PARCC scores for 7th grade through high school are far below state average. How low is actually noteworthy. The District schools now rank in the lower 4% of NJ schools in 7th and 8th Grade Mathematics, the bottom 7% in Algebra I, the bottom 16% in Geometry, and in the lower 33% for Algebra II for 2018.
Analysis: With the results of the most recent PARCC test released earlier this month and corresponding triangulated data, it is reasonable to state that white, black, and hispanic students as well as free and reduced lunch (FRL) and non-free and reduced lunch students are all significantly and adversely impacted by the mathematics education in grades 7 through 12 offered in the Hoboken Public Schools.
The New Jersey Performance Report is released yearly and contains data of every from the New Jersey Department of Education on the latest data from Hoboken High School. Notice the disparity between black and white students and between economically distressed and non-distressed students.
Click to Enlarge
Specifically, there were 24 students classified as "White", 108 students classified as "Hispanic" and 31 students classified as "Black" according to data by the NJ Department of Education on the NJ Performance Report. Only 36% of ALL students Met or Exceeded Expectations for the entire school. When we look at the subgroups, 62.5 percent (15 students) of the White students Met or Exceeded Expectations, 37.1% (or 40 students) of the Hispanic students Met or Exceeded Expectations, and 12.9% (or 4 students) of the Black students Met or Exceeded Expectations. Most telling, while the percentage of White and Hispanic students Meeting or Exceeding Expectations are roughly on par with State expectations (White: Hoboken: 62.9% vs State: 63.90%--- Hispanic Hoboken: 37.1% vs State: 36.6%) the percentages for Black students are nearly 3X lower (Hoboken: 12.9% vs State: 35.2%).
The proficiency rates based on social economic status are also revealing. An examination of the data indicates that the proficiency rate for economically disadvantaged students is half of the proficiency rate for non-disadvantaged students. When we look at the subgroups, 28.4 percent (34 students) of the Economically Disadvantaged students Met or Exceeded Expectations while 56.9% (25 students) of the Non-Economically Disadvantaged students Met or Exceeded Expectations. Both of these numbers are below State averages meaning BOTH Economically Disadvantaged students and Non-Economically Disadvantaged students at Hoboken High School are performing below State of New Jersey averages in their respective categories. An increasing number of people are beginning to see disparities between Black students and the general population as well as the general overall lack of proficiency across socio economic strata and are raising reasonable concerns.
One of the trappings that our administrators at the Hola Dual Language School in Hoboken, NJ have been receiving over the past few years has been this program by the Relay Graduate School of Education. Both the program and its founder have received national recognition recently. Here is a story many might find interesting concerning Norman Atkins and his recognition as a recipient of the 2018 Heinz Award. -Dr. Petrosino Established by Teresa Heinz to honor the memory of her late husband, U.S. Senator John Heinz, the Heinz Awards celebrates his accomplishments and spirit by recognizing the extraordinary achievements of individuals in the areas of greatest importance to him. Of special note is an award given to an educational reformer: Norman Atkins, education reformer, is recognized for pioneering new education and teacher training models that are affecting dramatic, positive change in educational achievement among low-income student populations, and for co-founding the Relay Graduate School of Education, the first major redesign of teacher preparation in this country in decades. After observing public school and small, community school classrooms in New York City in some of the city’s poorest neighborhoods with the Robin Hood Foundation, Mr. Atkins founded Uncommon Schools (Link 1, Link 2, Link 3) an organization that establishes and manages urban schools that prepare low-income children for college. Seeing a disconnect between how education schools are preparing aspiring teachers, and what teachers need to know to be successful in the classroom, Mr. Atkins went on to co-found the Relay Graduate School of Education, a title that refers to the idea that it takes a relay of highly effective teachers to put a child on a positive academic and life trajectory. The Relay approach differs from traditional teacher education in that it thoughtfully integrates theory and practice, immersing aspiring and early career teachers in PK-12 classrooms, and providing them with intensive feedback. Graduate students engage in teaching sessions that allow them to deliver lessons, receive guidance on how they can improve their approach, then repeat their session, applying what they have learned from faculty master teachers. To graduate, Relay students must deliver measurable results in the classroom and prove they’ve helped their students master the year’s academic content. This past school year, Relay trained 3,000 current and aspiring teachers and 750 school leaders nationwide. On average, the children taught by Relay students average 1.3 years of growth in reading in a single year. At a time when enrollment in teacher preparatory programs is declining — a factor in teacher shortages nationwide — Mr. Atkins ensures that Relay is marking a 40 percent increase year-over-year in its teacher and principal training programs, and attracts a diverse teacher workforce.
00:07 never thought I would stand up here I
00:09 talk to you my name is Alexandra kim and
00:12 i live at 928 willow out my family is
00:16 relatively new to hoboken we moved here
00:18 less than three years ago and we're in
00:19 certain about the reputation of the
00:21 schools but to our delight our boys have
00:24 flourished in the public pre-k in
00:26 district schools we have met the most
00:28 wonderful families and kids along the
00:30 way and as they have moved on to
00:31 different schools we have wish nothing
00:33 but the best for them and their families
00:35 and so we felt very ambivalent about the
00:39 lawsuit between the district and a local
00:41 charter school we fell uncomfortable
00:43 about the political and financial costs
00:45 the silence from civic leaders and the
00:47 impact and local elections but lately I
00:51 have felt troubled by the political
00:52 gaming outside and inside the sport and
00:55 so I decided to read up on the issues
00:57 and here's what I learned at the heart
01:01 of this case a charter school has asked
01:03 the state for permission to renew and
01:05 expand its charter the school has the
01:07 burden to show that this would not
01:09 exacerbate segregation in the district
01:12 segregative effect is essentially a
01:15 civil rights question and it's legal
01:17 question and I believe we need the
01:19 courts to help us figure this out here
01:22 are three reasons why as residents we
01:25 should be interested in whether public
01:27 monies provide equal educational
01:29 opportunities to students regardless of
01:31 race income or status as a former Abbot
01:34 district we cannot enjoy a free public
01:37 pre-k at the same time as preventing
01:40 equal protection questions from going to
01:42 the court hoboken has free public pre-k
01:45 as a result of the abbot lawsuits which
01:48 ask similar questions as this case to
01:51 remedy the segregation that the court
01:53 found it permitted funding for public
01:55 pre-k and certain urban districts
01:57 including ours public pre-k is enjoyed
02:00 by many families in this town including
02:02 the children of non district school
02:05 leaders as parents we are two divided
02:08 and emotionally invested in a certain
02:10 answer
02:11 in our country it is the courts that
02:13 clarify our understanding of civil
02:16 rights and then hoboken we have never
02:18 needed this more than though to be clear
02:21 no one is calling for schools to be
02:23 closed or calling anybody what's it
02:25 rather we are asking for a neutral party
02:28 to answer these hard questions for us
02:32 secondly I wanted to address the
02:34 embarrassing antics at the last board of
02:37 education meeting I expect that there
02:40 will be a difference of opinion and
02:42 values among this board but when the
02:44 interests of this district students
02:46 conflict with outside interests the code
02:48 of ethics makes it clear which takes
02:51 priority the code also dictates that
02:54 board members do not take private
02:56 actions that would compromise the board
02:58 so here's another way of looking at it
03:00 when you play for the Yankees but root
03:02 for the other team and provide them with
03:04 inside strategy then no one will trust
03:07 you will want to play with you will want
03:09 to hire you and certainly no one
03:11 watching the game will like you the code
03:14 of ethics not only exists to protect the
03:17 interests of our district children but
03:19 also to protect your public and
03:21 professional reputation you can advocate
03:24 for any group of children but you cannot
03:26 do so from that chair if this is too
03:28 difficult for you that I know some
03:30 highly qualified people who can serve a
03:32 district children wholeheartedly I want
03:36 to say this as nicely as possible but
03:38 you need to get your act together we are
03:40 talking about the civil rights of
03:42 children and any reasonably intelligent
03:45 person we know that political gaming is
03:47 inappropriate most of us in our family
03:51 histories have experienced being the
03:53 other for many families in hoboken that
03:56 struggle is still very real today I call
03:59 on school leaders to act sensitively and
04:02 model integrity around issues of civil
04:05 rights in our community thank you to the
04:07 majority of the board who have refrained
04:09 from political gaming and who have acted
04:12 at great personal cost to defend the
04:14 civil rights of children in our district
04:16 thank you
04:18 you
The following is the full detailed Agenda for the October 9, 2018 Hoboken Board of Education Meeting. Excerpts from various speakers are also included. The full video of the meeting can be accessed by clicking HERE.
Dr. Petrosino is a graduate of Columbia University's Teachers College (MA, 1990) and received his PhD from Vanderbilt University (1998). He completed a post-doc at the University of Wisconsin where he was a member of the National Center for Improving Student Learning and Achievement in Mathematics and Science (NCISLA). In 1999 he accepted a Professorship at the University of Texas and received tenure in 2004. He holds the Elizabeth G. Gibb Endowed Fellowship in Mathematics Education. Dr. Petrosino has published over 20 peer reviewed journal articles, made over 100 national and international conference presentations and has supervised a dozen doctoral dissertations. He has received over 30 million dollars in grants from the National Science Foundation, the Department of Education and the McDonnel Foundation for Cognitive Studies. He is a founding professor of the nationally recognized UTeach Natural Sciences preservice teacher education program. From July 2007 to August 2009 he served as the Assistant to the Superintendent in the Hoboken School District.
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Eunice
Han will join the economics faculty at the University of Utah this
fall. She has a PhD in economics from Harvard University and is a senior
research associate with the Harvard Labor and Worklife Program
at Harvard Law School
