has no set requirement for a technological
The NJDOE developed a day-long school and career fair, partnering with a local college and bringing in professionals and students from the community.
Following the event, NJDOE staff attended a number of back-to-school events at the same middle schools in an effort to meet students' parents and reinforce the information presented at Kean University.
The ELC was invited to advise on reorganizing Abbott implementation within NJDOE and selecting its leadership.
No third-grade test was given until 2003, but the evidence from the 2001 fourth-grade test provided all the evidence the NJDOE needed to frame the problem: Barely half (55 percent) of Abbott students were "proficient" on the state language-arts test, 30 percentage points behind their non-Abbott peers.
The NJDOE (2005b) warned, "Examiners, proctors, and other school personnel are NOT to look at, discuss, or disclose any test items before, during, or after the test administration" (p.
The NJDOE supplied the following reports: Individual Student, Summary of School Performance, School Performance by Demographic Groups, School Student Rosters, and Summary of District Performance.
The range of scores for this scale was 0-12 and was converted to a percentage based on a total of 12 points (NJDOE, 2005b).
NJDOE was interested in assessing: if local school district HIV education policy content was consistent with the Code; the dynamics of local policy development; and school and district staff perceptions and practices regarding HIV education policies.
NJDOE also was interested in determining if: inservice training was accessible to teachers assigned to provide HIV education; the scope and impact of HIV inservice programs; and the training needs of staff assigned to teach the HIV curriculum.
The sample was representative of middle and high schools in the state, with the exception of those schools in the Newark and Jersey City school districts, which conducted HIV prevention programs independent of NJDOE. Data were collected between May 1994 and March 1995; 212 of 294 superintendents (telephone interview and one-page curriculum questionnaire; 72% returned), 320 of 430 principals (mailed survey; 74% returned), 315 of 430 lead health teachers (mailed survey; 73% returned), and 311 of 385 HIV teachers (telephone interview of one teacher in each building randomly selected from among all HIV teachers; 81% returned) participated.
Surveys of 28 Abbott districts examined the extent to which districts embraced remedial measures in the Supreme Court's rulings; perceived compatibility between remedial measures embodied in the reform and prior reform initiatives; level of civic support for the reform; current status of the districts' implementation efforts and resource constraints; perceptions of support from New Jersey's Department of Education (NJDOE
); and expressed confidence that factors crucial to bringing about improvement in the educational systems were being critically addressed by the reforms.